masaru uchino university of hawaii at manoa. informal survey question
TRANSCRIPT
Masaru Uchino
University of Hawaii at Manoa
Informal Survey Question
Informal Survey Question
Q: Have you ever felt a LACK of motivation to write?
Researcher
Masaru Uchino
Researcher
Masaru Uchino
Public School Teacher
Researcher
Masaru Uchino
Public School Teacher
Third Grade
Researcher
Masaru Uchino
Public School Teacher
Third Grade
“There are many things that an instructor can teach students, but motivation isn’t one of those things.” ~ M. Uchino
Action Research Project
Action Research Project
Problem: Address low student motivation for writing in a third grade class
Action Research Project
Problem: Address low student motivation for writing in a third grade class
Research Purpose: Implement a technology integrated unit plan for writing
Action Research Project
Problem: Address low student motivation for writing in a third grade class
Research Purpose: Implement a technology integrated unit plan for writing
Desired Results: Increased level of motivation for writing
Digital Communication
Digital Communication
Digital Communication
Social Networking
Digital Communication
Social Networking
Blogging
Digital Communication
Social Networking
Blogging
Text Messaging
Digital Communication
Social Networking
Blogging
Text Messaging
Digital Communication
Digital Communication
Digital Pen Pal Project
Digital Communication
Digital Pen Pal Project
Compose Digital Letters on Computers
Digital Communication
Digital Pen Pal Project
Compose Digital Letters on Computers
Exchange letters using a secure network server
Digital Communication
Digital Pen Pal Project
Compose Digital Letters on Computers
Exchange letters using a secure network server
Digital Communication
Digital Pen Pal Project
Compose Digital Letters on Computers
Exchange letters using a secure network server
61 third grade students
61 third grade students
2 homeroom classes
61 third grade students
2 homeroom classes
2 teachers
61 third grade students
2 homeroom classes
2 teachers
Pen Pals at neighboring school
61 third grade students
2 homeroom classes
2 teachers
Pen Pals at neighboring school
Equal number of students
61 third grade students
2 homeroom classes
2 teachers
Pen Pals at neighboring school
Equal number of students
3 homeroom classes/teachers
Data Collection
Data CollectionClassroom Observations
Data CollectionClassroom ObservationsGroup Discussions
Data CollectionClassroom ObservationsGroup DiscussionsReflection Letters
Data CollectionClassroom ObservationsGroup DiscussionsReflection Letters
Field Notes
Data CollectionClassroom ObservationsGroup DiscussionsReflection Letters
Field Notes
Bulk of important feedback data
ARCS Model of Motivation
ARCS Model of MotivationAttention
ARCS Model of Motivation Attention
Relevance
ARCS Model of Motivation Attention
RelevanceConfidence
ARCS Model of MotivationAttention
RelevanceConfidence
Satisfaction
ARCS Model of MotivationAttention
RelevanceConfidence
Satisfaction
Volition
The Good
The Good
Overall Excitement
The Good
Overall Excitement
“I always wanted a pen pal, but never had the chance before.”
The Good
Overall Excitement
“I always wanted a pen pal, but never had the chance before.”
“I can’t wait to meet my pen pal!”
The Good
High level of Satisfaction
The Good
High level of Satisfaction
Extrinsic & Intrinsic Rewards boost overall motivation levels
The Good
High level of Satisfaction
Extrinsic & Intrinsic Rewards boost overall motivation levels
“I knew I could do my best and felt proud that I could do it.”
The Not-So-Good
The Not-So-Good
Technology Woes
The Not-So-Good
Technology Woes
High level of technical skills required
The Not-So-Good
Technology Woes
The Not-So-Good
Technology Woes
The Not-So-Good
Technology Woes
The Not-So-Good
Technology Woes
High level of technical skills required
Large portion of class time spent on technology instruction
The Not-So-Good
Nervousness and Fear levels increased
The Not-So-Good
Nervousness and Fear levels increased
Fear of comparative writing
The Not-So-Good
Nervousness and Fear levels increased
Fear of comparative writing
“Under Pressure” writing
The Not-So-Good
Nervousness and Fear levels increased
Fear of comparative writing
“Under Pressure” writing
“I was also scared that if I didn’t write a good letter then they would write a mean letter back to me.”
Positive experience for all
Positive experience for all
Overall motivation levels high
Positive experience for all
Overall motivation levels high
Many lessons learned / skills gained
Technology Learning Curve
Technology Learning Curve
Steep learning curve for tech skills
Technology Learning Curve
Steep learning curve for tech skills
Lack of experience = large investment
Comparative Writing Fears
Comparative Writing Fears
Students afraid of peer criticism
Comparative Writing Fears
Students afraid of peer criticism
Confidence appears vital for writing
Increased Keyboarding Practice
Increased Keyboarding Practice
Increased Computers Skills Training
Increased Keyboarding Practice
Increased Computers Skills Training
Increased Comparative Writing Practice
Increased Keyboarding Practice
Increased Computers Skills Training
Increased Comparative Writing Practice
Overall build up of skills through smaller chunked lessons
My Critical Friends Focus Group (CFFG)Andrew, Christine, and Michael
UH ETEC Professors and StaffDr. Fulford, Dr. Ho, Dr. Lin, Dr.
Leong, Ari, Prof. Hattori, Malia
UH ETEC Cohort
